Text

theses

The purpose of this study was to examine the pedagogical practices associated with the implementation of videogame design activities in the classroom setting as a means of promoting students’ 21st century skill development. In particular, it considered the role played by pedagogical expertise in teaching game design and provides an introspective look at the pedagogical challenges faced by instructors within the videogame design classroom. These goals were met by exploring one teacher’s pedagogical scaffolds of student learning specific to game design by investigating the relationships among the teacher’s pedagogical practices that support student learning. This qualitative study approached the question of how an instructor scaffolds student learning of game design principles and concepts in terms of both lesson planning and in-class practices. These questions were addressed through the case study of an experienced videogame design instructor at a middle school in north-central New Jersey. Data collected include interview data, comprised of approximately three one-hour audio semi-structured interviews with the participant; textual artifacts such as lesson plans, classroom materials, and reflective blog posts; and more than twenty field-based observations with accompanying field notes. The results of this study contribute to a better understanding of the ways in which teachers can effectively implement videogame design and development projects in their classroom settings. Such an understanding will in turn help other educators to identify, plan for and support student learning through the videogame design process.

ETD_8926

Ph.D.

Includes bibliographical references

by Erica Holan Lucci

doi:10.7282/T3DJ5K25

ETD doctoral

The author owns the copyright to this work.